Lesson Title: Introduction to Continental Drift--Day 2
Time required--1 (90) minute block
Learning Performances and Standards:
ESS1 (9-11) - 2
Students demonstrate an understanding of processes and change over time within earth systems by …2a using given data (diagrams, charts, narratives, etc.) and advances in technology to explain how scientific knowledge regarding plate tectonics has changed over time.
Context of the Lesson:(Summary):Day 2
The story of continental drift continues with an in-depth look at the historical perspective on changing theories. Continental drift had been suggested by numerous scientists. Today, students will identify the key players in the theory development of continental drift. Students will research literary sources to gather information about the key concepts and people. (i.e. continental drift,plate tectonics, Pangaea, scientists). Students will participate in a webquest which will require them to research various provided websites which will lead them to answering the questions within the attached "lesson2doc" in the engagement section of the lesson plan.
This activity is important because students realize that theories and science is always changing. Theories need evidence to back them up and science research is always providing new evidence in support of these theories. During this lesson, students will encounter that the theory of continental drift had many explanations but was lacking evidence. Students will acquire effective research skills throughout this lesson, which they will be able to use in everyday life and throughout their education. Content Standard for Science as Inquiry: Fundamental Abilities Necessary to Do Scientific Inquiry Grades 9-12
Identify questions and concepts that guide scientific investigations.
Design and conduct scientific investigations.
Formulate and revise scientific explanations and models using logic and evidence.
Recognize and analyze alternative explanations and models.
Communicate and defend a scientific argument.
Objectives: Students will provide the following information:
Who is Alfred Wegener? & What is the name of the supercontinent which existed 200 Million years ago?
What is Pangaea? How did it form?
What is continental drift? Explain the history of continental drift.
Who are Antonio PSnider-Pelligrini, F.B. Taylor, Edward Seuss, and Alexander DuToit?
How are each one inportant in the Theory of continental drift?
Who is Sir Francis Bacon? and why was he important in the theory of continental drift?
What lines of evidence support the existence of Pangaea?
How can fossil plants provide clues to the type of climates that existed on Pangaea?
Identify the four clues used to support continental drift theory. (climate, fossils, rocks, puzzle like fit of continents)
state the main objectives to Wegeners hypothesis of continental drift.
obtain useful research skills
Instruction: Opening:
I will recap the previous lesson and will have student groups present their idea of what the continents will look like in the future. (continued from previous class) Students will justify their maps based on the research they performed in the previous class. Once groups have finished presenting, the days agenda will be given as well as posted on the board for reference and I will transition into a mini lecture.
Mini lecture:talking points
Since the continents are moving approximately 3 centimeters per year, it is important for students to know what is causing these changes and who was credited for making such observations and inquiries. We know by tracing back through geological time, the continents have been moving since the Permian period. But, it wasn't until as early as the 1600's when scientists and philosophers expressed any interest in the idea and not to mention, were unsuccessful at providing the evidence necessary to support their claims that the continents were once connected. However, It wasn't until 1912 when Alfred Wegener theorized that the continents were slowly drifting around the Earth and provided some fossil evidence to support the notion of continental drift. He continued to say that the continents were at one time one great big landmass, which he called "Pangaea". There was one problem with his theory; he could not provide a mechanism to explain the forces that drove the continents to move.
Students will participate in a webquest to find information on the people who are credited for contributing to the continental drift theory. Students will be provided with the questions and websites to do their research. Questions and websites can be found in the Webquest--GinaS doc on this page.
Once students have completed the activity, groups will be re-organized so that each new group contains one member from each group. New groups will collaborate their information to compare and contrast their findings.(this wrap up should take 15 minutes).
Closure:
As discussion comes to a close, I will discuss with students the key scientists who played a major role in continental drift and plate tectonics theories. They will be instructed for homework to organize their scientific journals based on key persons and their ideas behind continental drift and plate tectonics. Students will also complete a reinforcement worksheet for homework. Students will need to be prepared to focus finding the evidence for continental drift for the next lesson.
Assessment:
Formal assessment will be used from the in-class assignment as well as the homework reinforcement handout. This activity will gauge whether or not the students have obtained the pertinent information needed for the end of unit assessment. Students ability to sort and organize information chronologically will be assessed during these two lessons.
Lesson Title: Introduction to Continental Drift--Day 2
Time required--1 (90) minute block
Learning Performances and Standards:
ESS1 (9-11) - 2Students demonstrate an understanding of processes and change over time within earth systems by …2a using given data (diagrams, charts, narratives, etc.) and advances in technology to explain how scientific knowledge regarding plate tectonics has changed over time.
Context of the Lesson:(Summary):Day 2
The story of continental drift continues with an in-depth look at the historical perspective on changing theories. Continental drift had been suggested by numerous scientists. Today, students will identify the key players in the theory development of continental drift. Students will research literary sources to gather information about the key concepts and people. (i.e. continental drift,plate tectonics, Pangaea, scientists). Students will participate in a webquest which will require them to research various provided websites which will lead them to answering the questions within the attached "lesson2doc" in the engagement section of the lesson plan.This activity is important because students realize that theories and science is always changing. Theories need evidence to back them up and science research is always providing new evidence in support of these theories. During this lesson, students will encounter that the theory of continental drift had many explanations but was lacking evidence. Students will acquire effective research skills throughout this lesson, which they will be able to use in everyday life and throughout their education.
Content Standard for Science as Inquiry: Fundamental Abilities Necessary to Do Scientific Inquiry
Grades 9-12
Objectives:
Students will provide the following information:
Instruction:
Opening:
I will recap the previous lesson and will have student groups present their idea of what the continents will look like in the future. (continued from previous class) Students will justify their maps based on the research they performed in the previous class. Once groups have finished presenting, the days agenda will be given as well as posted on the board for reference and I will transition into a mini lecture.
Mini lecture:talking points
Since the continents are moving approximately 3 centimeters per year, it is important for students to know what is causing these changes and who was credited for making such observations and inquiries. We know by tracing back through geological time, the continents have been moving since the Permian period. But, it wasn't until as early as the 1600's when scientists and philosophers expressed any interest in the idea and not to mention, were unsuccessful at providing the evidence necessary to support their claims that the continents were once connected. However, It wasn't until 1912 when Alfred Wegener theorized that the continents were slowly drifting around the Earth and provided some fossil evidence to support the notion of continental drift. He continued to say that the continents were at one time one great big landmass, which he called "Pangaea". There was one problem with his theory; he could not provide a mechanism to explain the forces that drove the continents to move.
Students will participate in a webquest to find information on the people who are credited for contributing to the continental drift theory. Students will be provided with the questions and websites to do their research. Questions and websites can be found in the Webquest--GinaS doc on this page.
Once students have completed the activity, groups will be re-organized so that each new group contains one member from each group. New groups will collaborate their information to compare and contrast their findings.(this wrap up should take 15 minutes).
Closure:
As discussion comes to a close, I will discuss with students the key scientists who played a major role in continental drift and plate tectonics theories. They will be instructed for homework to organize their scientific journals based on key persons and their ideas behind continental drift and plate tectonics. Students will also complete a reinforcement worksheet for homework. Students will need to be prepared to focus finding the evidence for continental drift for the next lesson.
Assessment:
Formal assessment will be used from the in-class assignment as well as the homework reinforcement handout. This activity will gauge whether or not the students have obtained the pertinent information needed for the end of unit assessment. Students ability to sort and organize information chronologically will be assessed during these two lessons.
Reflections:
Scientific Advancements:
Students can read about Gondwana in a recent Science Daily article
http://www.sciencedaily.com/releases/2010/08/100810163456.htm
Recent article about when India collided with Asia 90 MYA
http://www.sciencedaily.com/releases/2010/05/100528101552.htm
References--made with modifications:
http://www.teachersdomain.org/resource/adlit08.sci.sawegener/
http://trackstar.4teachers.org/trackstar/;jsessionid=C0D2197E168F5262F4E8BCE321A80A1D
www.blueridgepbs.org/html/edserv/ntti/nttipdf/**GetTheDrift**.pdf
Other Useful Resources
http://www.uwsp.edu/geo/faculty/ozsvath/lectures/Continental_Drift.htm
http://spartan.ac.brocku.ca/~rcheel/teaching/1F90/Fall-Winter2009-10/PDF/ContDrift.pdf